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pro­posed that the Qual­ity Man­age­ment Sys­tem (QMS) re­place IQMS. “Until Sadtu has signed it off, it can­not be im­ple­mented. It has been wa­tered down by govern­ment be­cause of politics,” the ex­pert said.

The Coun­cil for Devel­op­ment and En­ter­prise com­mis­sioned re­searchers from the Joint Ed­u­ca­tion Trust to look at the devel­op­ment of teacher pro­fes­sional stan­dards in de­vel­oped and de­vel­op­ing coun­tries. The study as­sessed the po­ten­tial of teacher pro­fes­sional stan­dards to im­prove teacher qual­ity in South Africa.

The study pro­posed that govern­ment re­view IQMS and in­tro­duce teacher pro­fes­sional stan­dards that have been im­ple­mented in a num­ber of coun­tries. “Teacher eval­u­a­tion in South Africa should be both for­ma­tive [aimed at per­sonal growth of a teacher] and sum­ma­tive [un­der­taken as part of per­for­mance re­view fo­cus­ing on teacher ac­count­abil­ity],” it pro­posed.



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It said the eval­u­a­tion should “ap­praise teacher per­for­mance, strengthen ac­count­abil­ity and sup­port pro­fes­sional devel­op­ment”.

It ques­tioned QMS, say­ing it ar­guably suf­fered from a fun­da­men­tal de­sign fault. It rec­om­mended that the de­part­ment of ba­sic ed­u­ca­tion (DBE) and prov­inces hold teach­ers ac­count­able by main­tain­ing a strict school timetable to avoid fre­quent skip­ping of classes.

It should in­sti­tute a high level of man­age­rial ac­count­abil­ity and re­quire teach­ers to be in class when they should to reduce the loss of learn­ing time.

Al­though such moves were likely to be met with union re­sis­tance in fo­rums such as the Ed­u­ca­tion Labour Re­la­tions Coun­cil, the re­port said govern­ment should move from rhetoric to ac­tion on this matter us­ing the dead­lock­break­ing mech­a­nism pro­vided for by law.

Com­ment­ing on the re­port, Rhodes Univer­sity-based public

Angie Mot­shekga

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